Assessments of student behavior in firstsemester design experiences suggest that early teambased design projects can promote a team performance goal orientation that undermines students' learning goals. In particular, we find that gender-correlated division of work can easily and unconsciously occur in these teams and that performance-oriented teams may be more likely to undermine womens' learning goals then mens' learning goals. We propose mechanisms to explain the effect and present results of promising interventions.

University of New Hampshire where he focused on student learning and student motivation during the high school to college transition. He initiated and developed a first-year seminar course at Olin College, a course that focuses on working in teams, diversity, and self-directed learning. He enjoys collaborating with other faculty members in the classroom and is invested in research, classes and assignments that provide overlap and continuity within the engineering curriculum and engineering pipeline. Nick is also a mentor for the REU program at Olin which studies the educational experiences of undergraduate engineers. Chris Aaron Gewirtz, Rose-Hulman Institute of TechnologyI'm currently a senior-year Engineering Physics student at Rose-Hulman Institute of Technology. Though I've enjoyed the technical work I've done, and devote myself now to my senior design project, I feel that education research has much to offer me, and that I have much to offer it. I think the combination of science or engineering with education provides an opportunity for me to apply my scientific curiosity towards understanding and helping people, a better opportunity than I could have predicted before doing this research.c American Society for Engineering Education, 2015Page 26.241.1Assessing first-year students' ability to critically reflect and build on their team experiences AbstractUndergraduate engineering students are more likely than ever to find themselves working on project-based team assignments. This pedagogical shift toward project-based team learning environments has raised a number of questions for faculty including questions about what firstyear students are learning about themselves and their teammates while they are participating in project-based team assignments. In this study, first-year undergraduate engineering students watched a video of themselves during a design team meeting for a project-based course. They were then asked to analyze the video using one of five prompts and to provide evidence-based suggestions and feedback for themselves and their team. Using a coding framework delineated from Mezirow's theory of transformative learning, ordinal levels of self-reflection were assigned to each self-reflection essay: non-reflection (lowest level of reflection), understanding, reflection, and critical reflection (highest level of reflection). After evaluating the essays, 6% (3) of the selfreflection essays were assessed as non-reflection, 29% (15) were labeled as understanding, 58% (30) earned an evaluation of reflective, and 8% (4) were classified as critically reflective. The five self-reflection prompts provided no statistically significant difference between the levels of reflection received (chi-squared = 1.99, df = 4, p-value = 0.74). Women may show a trend of achieving higher levels of reflection than men (W = 258.5, p-value = 0.10). Viability of assessing levels of reflection is discussed. Suggestions for future self-reflection prompts are provided. Qualitative characteristics of critical reflectors are given.

Engineers today must be able to communicate and collaborate in teams. They also must be comfortable making adjustments within the team to maintain flow and progress toward project goals. With these goals in mind, students in a first-semester engineering seminar course were asked to videotape a team meeting in their design course and to write a self-reflection paper after viewing their video. After analyzing the video, students were asked to provide clear suggestions in their selfreflection paper for improving their own and their team's performance. Our preliminary analysis showed that video-supported reflections: 1) may be more effective than memory for identifying problems within the team; 2) can encourage detailed analysis about students' interactions with each other; 3) can be used to help provide feedback on each student's and the teammates behaviors; and 4) can be an efficient tool for generating an effective problem-solving environment.

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